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Author Archives: KELLYNICHOLS

Watching the interview with Tim Michel sparked my ideas for discussion for Web Blog Module 4 because the connections he made about the lack of understanding and foresight surrounding Indigenous post-secondary education connects with the area of my group’s research about Indigenous students in STEM/STEAM education and careers. Michel mentions that a career fair, he witnessed universities continually asking prospective students to sign up to their mailing lists. He realized after discussion with many of the Aboriginal students that about 40% didn’t have an email, couldn’t access e-mail, or didn’t have access to a computer at home. It seems there is still quite a disconnect between post-secondary education and our indigenous communities. We can commend many Canadian universities for reducing barriers Indigenous students face, one of which is financial, by providing substantial scholarships and bursaries to help financially support Indigenous students. Moreover, the government of Canada “To ensure that First Nation and Inuit students have the same opportunities for success as other Canadian students… …will increase funding to the Post-Secondary Student Support Program by $90 million over two years, beginning in 2017–18.” This is in addition to “[t]he current budget for the Post-secondary Student Support Program is $340 million which supports approximately 23, 000 First Nation and Inuit Students.”

However, the focus on providing financial means is a bit like putting the cart before the horse if we are unable to support Indigenous youth completing high school with the checklist of requirements, or even at all.

The Canadian labour market is critically understaffed in many technological fields. So much so, that many fortune 500 companies are hiring students before they even graduate and starting them with a six-figure income. Yet despite this, universities are finding lower enrollments in STEM/STEAM courses like computer science. (CBC News)

In an article by Ellie Bothwell from Times Higher Education, she discusses how Canadian Universities can bring more Indigenous Peoples and knowledge. In her article, she notes that “Aboriginal people are the fastest-growing demographic in Canada. More than 1.6 million people – or 4.9 percent of the country’s total population – self-identify as indigenous, according to the 2016 National Household Survey, representing a 42.5 per cent increase since 2006.”

Universities need Indigenous peoples. To help fill out a workforce in STEM/STEAM careers is just one of the many reasons why. But not enough is being done prepare and provide skills for Indigenous students. A report by Randstad looks at Canada’s technical shortage and addresses the need to expand the talent pool to more individuals. Randstad notes: “Statistics for STEM skills among Aboriginal people are even more discouraging. In 2013, 10 percent of the total working-age population of Aboriginals had a university degree compared with 26 percent of the non-Aboriginal population. Making up 3.7 percent of the adult population, only 2.6 percent of people with a post-secondary degree are Aboriginal. Clearly doing more to promote the study of STEM-related disciplines among the Aboriginal population is necessary. As the study points out, the inclusion of people with diverse perspectives, experiences, and ideas creates a wider talent pool with deeper assets. ” (p. 5).

What we can see in statistics is reiterated in the academic research and literature and that is the need to couple Indigenous knowledge with 21st-century learning in order to increase the success rate of Aboriginal learners. As Munroe, Borden, Orr, Toney, and Meader (2013) write that it’s essential “to ensure that Aboriginal children maintain their cultural identity while achieving their formal education” and “that schools that respect and support a child’s culture and language demonstrate significantly better outcomes for students” (p. 319).

Click the following articles for more on culturally response education.

That’s why programs like ANCESTOR (AboriginNal Computer Education through STORytelling) are not only successful but essential. Students at LÁU,WELNEW Tribal School in Brentwood Bay have animate stories that hold meaning to them and in return, produce outstanding results. As their teacher notes: “Translating arm and arrow movement into animation involved an incredible level of problem-solving and I’ve seen it spill into other parts of his education such as improvement in math. He has turned into the classroom problem-solver,”. For more information on the ANCESTOR project, review the link below.

It seems that these past few weeks discussions, as well as my research, has been setting me towards similar paths in searching for solutions to help promote Indigenous learning in education. While student choice over content and project delivery have always increased engagement, I’ve come to realize how projects that provide a real voice and personal narrative are particularly important to Indigenous students. Moreover, although the content might not fit neatly within the confines of western learning outcomes, with vision, resources, and risk tasking (both on the part of teachers/facilitators and students) new programs can take flight like N’We Jinan and could contribute towards school credits and ultimately student/youth success.

But as I was researching for solutions to education barriers I was also frequently reminded of the successes many Indigenous youths have enjoyed. Too often the media is used to only highlight the issues and problems facing indigenous communities, but rarely highlights the remarkable and impactful ways these youths are empowering themselves and/or their communities. From Ashley Callingball who was the first Canadian and first First Nations to win Miss Universe, to musical talents such as Tanya Tagag and Leonard Sumner, to activists like Tracie Leost.

The average Canadian impression of Indigenous communities in crisis is not limited to youth, but for most Canadians, expands outward to all of Canada’s Indigenous peoples. This perspective needs to shift, and quickly, in order to accommodate the change that is coming with regards to “…Canada’s indigenous people’s involvement in the economic growth of this country; the initiatives they have under way for preparing the large numbers of indigenous youth poised to enter Canada’s labour force; or even the names of two or three aboriginal organizations achieving remarkable success with their enterprises.” (Calliou, 2012).

In addition, “By 2020, there is estimated to be a shortfall of one million workers in Canada, mostly in high skilled and knowledge-oriented occupations” and “In Canada, the Aboriginal population is the fastest growing demographic in Canada. It’s growing at roughly twice the annual rate of the general population. In the next 15 years, more than 400,000 Aboriginal young people will reach labour-market age” (Charleyboy, 2017).

So unbeknownst to many Canadians, improving the Community well-being of Inuit and First Nations and repairing the western education system to be more inclusive to Indigenous learners is not solely for their benefit alone, but also selfishly for Canadians as well if they wish to keep Prime Minister Justin Trudeaus’ trend of a successful and prosperous Canadian economy.

Charleyboy, L. (2017, October 11). The Problem with Aboriginal Education in Canada and what you can do about it. Retrieved October 30, 2017, from https://www.jobpostings.ca/career-guides/aboriginal/problem-aboriginal-education-canada-and-what-you-can-do-about-it

From music to helping others Indigenous youth take the lead. (2017, June 09). Retrieved October 30, 2017, from http://www.cbc.ca/radio/unreserved/from-music-to-helping-others-indigenous-youth-take-the-lead-1.4152032

BC has recently revamped its curriculum and one of the main new components is the focus on Canada’s Indigenous Peoples. However, the teacher training and educational resources to support this new curriculum are not all in place. This article from the Tyee Newspaper is a reminder that sometimes the best sources of knowledge and teaching can come from the students. While I would never advocate putting a child on the spot to talk about their heritage in front of the rest of the class, if a student is willing to share his/her personal experiences and ideas on a subject, it often has a much more impactful and intrinsic connection with the students (and teacher) receiving this teaching.

Coming off my last post and in my search for financial support for Indigenous girls in post-secondary education, I came across an Indigenous-led registered charity called Indspire. In addition to it dispersing financial aid, it also provides an online resource for teachers with a variety of lesson plans, online webinars, in-class seminars and links to upcoming events.

In my research so far about the barriers facing Indigenous women in STEAM and tech-related fields, two trends are emerging- funding and teacher education. Funding is one way to support Indigenous students becoming successful in education, but another large indicator for success is the education of teachers and their knowledge and understanding of how to deliver curriculum and better help support Indigenous students. There are two upcoming conferences that will have Indigenous students and Indigenous educators sharing their experiences and practices of what works and providing teachers with some of this knowledge and understanding about Indigenous needs in education.

The first event is coming up this Oct 19th at Simon Fraser University where a panel of 3 Laureates (Dakota Brant- First Nations, Maatalii Okalik- Inuit, and Gabrielle Fayant- Metis), will “discuss issues such as being the first person in the family to go to university or being the only Indigenous student in the class, and how schools can better support Indigenous students.” Registration is still open.

“Showcasing innovative curriculum, inspiring people and excellent networking opportunities, the First Nations Education Steering Committee (FNESC) Annual Aboriginal Education Conference draws over 800 educators each year. Our conference theme, Renewing Our Relationship, will explore the role of education in reconciliation as part of the ongoing conversations about Canada’s 150th celebrations and planning for the future of First Nations education in British Columbia. This will include examining how we can work together to transform our relationships in order to advance quality First Nations education.

There are a variety of workshops to choose from and several keynote speakers, including one of the authors from our course readings- Dr. Jan Hare who is the Associate Dean for Indigenous Education (UBC).

Thinking about the recent initiatives set forth by the BC government to recruit and train British Columbians in skilled trades, I wondered if there was an for technology training specifically for Indigenous peoples. It was here where I found out about the 2.2 Million invested into Indigenous skills training for the tech sector.

The Bridging to Technology program was created by the First Nations Technology Council and when reviewing the team making up the council I was pleasantly surprised to see a team full of women. However, I was disappointed to find the board of directors consisted of only men. This was a stark reminder of the gender gap in authoritative roles that women of all ethnicities face.

As the CNET article highlights, the tech industry is already male-dominated:

And this is for white women. The statistics get worse if you’re a woman of a minority. According to a study done by Michelmore & Sassler (2016), “Black women, Latina women, and Indigenous women especially, earn less than white and Asian American women” (Rao & Lunau, 2017).

The dominance of men over women in higher paid, higher power positions is a trend in most sectors but is especially pronounced in the tech sector. As Blanche (2016) highlights “The problem is when diversity programs focus on “women” as a whole, they often fall into the trap of prioritizing the majority: White Women”.

If we truly want to make our tech industry more diverse, we need to analyze the barriers that Indigenous women face specifically. Grants for an example are a start, but while I did find technology grants for women, I was unable to find grants dedicated specifically to Indigenous women

Rao, A., & Lunau, K. (2017, April 04). You Can’t Close the Gender Gap in Science and Tech Without Equal Pay. Retrieved October 16, 2017, from https://motherboard.vice.com/en_us/article/4xeevp/stem-science-technology-women-pay-gap-equal-pay-day

For our final research assignment, Kathryn, Sara and I have decided to look at the relationship of technology and STEAM learning and Indigenous girls. We were drawn to focus our research on girls because of the unique differences they have in learning compared to boys as well as the fact that Indigenous girls, already from a marginalized community, are even more vulnerable as they face gender bias and stereotypes in a male-dominated technology industry. In our research of current programs and initiatives in place, we found “Native Girls that Code” . The goals of this program are:

Build leadership of women and the capacity of women-led projects and organizations

Build the capacity of our youth to develop strong identities through Indigenous knowledge and stronger supports for their education

Advance the preservation and revitalization of traditional Native knowledge through environmental justice programming that focuses on following the original teachings of Mother Earth

This program has found a way to incorporate STEAM learning with place-based learning that connects the girls with the land around them.

The success of this program but shows the promise and capability of integration between Indigenous girls and technology and could pose as a model for other similar programs.

Last year I had an “aha” moment during a professional development session when we were shown the conflicting viewpoints of the Iranian hostage crisis through Google searches. The difference from Canadian Google versus Iranian Google was profound. Depending on which country you searched from, you would have two entirely different accounts of the event. As a history teacher, I’m aware that all history is biased and will vary depending on who writes it, however in this day and age, I was shocked to see such a stark difference from the same platform provider.

At the beginning of each year (being a teacher my “New Years” is September 1st) I make a personal finance, fitness, and intellectual goal for myself. This year my intellectual goal is to “challenge my confirmation bias”. I feel that I have always been a person open and respectful to others ideas, however, I’ve become more self-aware that my sources of information are from limited sources.

A recent revelation pertaining to this was after watching a Vice HBO Episode titled: ‘Post-Truth’ News & Microbiome. In this discussion, it showed Parallel Narratives of Twitter data surrounding journalism and Clinton/Trump supporters. Following only Clinton or Trump was an indication that your information circles only covered either left wing or right wing topics. As Vice puts more eloquently “[the] support had an effect on a user’s information flow as people seemed to cut themselves off from users who supported a different candidate.”

If “following” is seen as supporting, then it will be difficult to break this segregation of information for fear of reprisals from peer groups. But maybe this is what we need. Following Trump and his supporters may help to bridge the gap in our understanding of each other. While I think (at least I hope) that the same degree of polarization does not exist between Canadians and Indigenous peoples presently, I wonder, are we making an effort to truly understand and “follow” each other?

Bringing it back to our topic; focusing on my goal and engaging in this course has made me analyze my current practices. How can we break free from our singular narrative bubble and actively seek Indigenous community members both locally and nationally to “Follow”? Indigenous Tweets and other platforms of the like might be a good springboard to find new sources of information. Moreover, reviewing and reiterating our current practices for searching for literature. Pivoting from UBC summons and Google Scholar to Indigenous databases and Index’s such as the Indigenous Peoples North America and iPortal: Indigenous Studies Portal databases. Searching through these ‘new’ mediums I found significantly fewer ‘hits’ for the subject matter I was looking for, however, what I gave up in quantity I found in quality with literature that was reflecting a new perspective.

With our recent class discussions on the cultural neutrality of technology and the difference of educational goals in our Indigenous communities, I realize there is strong evidence for and against Indigenous use of technology and the extent of its benefit. However, for the non-Indigenous community, I believe that technology been an invaluable tool to help increase awareness and understanding as well as helping to promote advocacy for Indigenous communities.

Explore personal and professional histories and assumptions in relationship to Indigenous peoples histories and worldviews

Deepen understanding and knowledge of colonial histories and current realities of Indigenous people

Engage with Indigenous worldviews and perspectives that contextualize and support your understanding of the theories and practices of Indigenous education

Develop strategies that contribute to the enhancement of Indigenous-settler relations in schools, organizations, and communities

Explore Indigenous worldviews and learning approaches for their application to the classroom or community learning setting

Engage in personal and professional discussions in an online environment with others committed to understanding and advancing reconciliation

Additionally, another post-secondary resource from UVic sees the revitalization of Aboriginal languages. Technology and western education has contributed to the diminishment of Aboriginal languages, but now it is also being used to revitalize the languages not only with the descendants of native tongue speakers but with the non-Indigenous community as well. While this course, unfortunately, is not free, it does offer courses that are face-to-face with Indigenous community members as well as career opportunities to work in and with various Indigenous communities upon completion of the course. The program outcomes are as follows:

Learn foundational knowledge and skills in linguistics that are needed to undertake language preservation and revitalization work.

Build knowledge and skills in language preservation and revitalization.

Recently published in the Canadian News was a mothers outrage over the use of the term “Squaw” used 39 times in the book “Susanna Moodie: Roughing it in the Bush,” printed by Second Story Press which was being used in the classroom and included teaching materials. The teacher gave students a test that had students matching the derogatory terms to correct “definitions or appropriate language”. Being able to see a few questions above, you can tell that this test is discussing the prejudice and background of when or why these terms were used. One can hope that further discussion was implemented about such content. But this raised a few questions for me:

Was the teacher in the wrong for using the resource, despite it being an approved teaching material?

Was this content appropriate for 14 year olds? If not, what age is?

Assuming the teacher did her due diligence in both prepping and unpacking such topics, are there certain topics teachers should not address, that are too controversial?

This book was published in 1852. Is it considered a classic or are our reading lists that outdated (most likely due to budget cuts in recent years)?

How easy/difficult is it for teachers/districts to get new reading materials in that perhaps might be more appropriate as well as more engaging for students both from indigenous and non-indigenous communities.

I’d like to share some resources that I and my colleagues have used recently in the classroom that have been well received. I would also like to open it up and ask for more suggestions of any books/audio books that you have used or come across. Additionally, after speaking with an Aboriginal Success Teacher for one of the nearby school districts, she directed me to the Canadian Aboriginal Books for School list which has quite an extensive list.

To play off Natalie’s post, I find that Wab Kinew’s videos are informative and popular with students. Like Natalie says, it’s important to get the right information and I try to find sources of information about Indigenous peoples BY Indigenous peoples. He is a great speaker and tackles issues like residential schools and First Nations stereotypes. He was also recently within the past 24 hours elected as the leader of the Manitoba New Democrat Party. There are a lot of great resources out there and not always time to get through them. Thats why I enjoy posting links to different videos found both by myself and other students for them to watch on their own time. I find it very rare that they ever just watch the one video but watch multiple videos connected with the original post. Technology is always a double edged sword. And in the same way one can get sucked into watching multiple cat fail videos, students can also get sucked into an issue or topic brought up in class using the same technology medium if we provide them the right guidance.